نتایج جستجو برای first language-second language (L1-L2) contrastive analysis

تعداد نتایج: 2849403  

پایان نامه :0 1375

to explore the idea the investingation proposed, aimed at finding whether the performances of the population of iranians students studying english in an efl context are consistent in l1 and l2 writing taks and whether there is a cross-linguistic transfer in this respect. in this regard the subjects were instructed to write four compositions-two in english and two in farsi-which consisted of an ...

Aso Bayazidi, Bahram Behin,

 Lexicalization-patterns, the way words are mapped onto concepts, differ from one language      to another. This study investigated the influence of first language (L1) lexicalization patterns on the processing of second language (L2) words in sentential contexts by both less proficient and more proficient Persian learners of English. The focus was on cases where two different senses of a polys...

2011
Xiangying Jiang,

This study examined the interrelationships of first language (L1) literacy, second language (L2) proficiency, and L2 reading comprehension with 246 Chinese college students learning English. L1 literacy and L2 proficiency were measured with college admission exams in Chinese and English. L2 reading comprehension was measured with the reading comprehension section of a TOEFL and a researcher-dev...

Journal: :The Journal of the Acoustical Society of America 2006
Andrea Weber, Anne Cutler,

Highly proficient German users of English as a second language, and native speakers of American English, listened to nonsense sequences and responded whenever they detected an embedded English word. The responses of both groups were equivalently facilitated by preceding context that both by English and by German phonotactic constraints forced a boundary at word onset (e.g., lecture was easier t...

پایان نامه :دانشگاه آزاد اسلامی - دانشگاه آزاد اسلامی واحد تهران مرکزی - دانشکده زبانهای خارجی 1391

the ability of composing a coherent and extended piece of writing in second language is considered as a fundamental factor to convey information and ideas of learners through the academic issues. although learners may achieve a perfect academic writing skill through assigning the l2 tasks in content based instruction, but demonstration of their abilities may be related to their ability in l1 es...

2008
Gillian Lord,

While many second language (L2) acquisition studies analyze the effects that the first language (L1) has on L2 development, less common are studies that examine the converse situation: does acquisition of an L2 impact the L1? This study examines the effects of L2 acquisition on L1 use by looking at the L1 phonological productions of advanced L2 learners vis-à-vis the production of monolingual s...

2014
Rui Ting Wu, Jin Jin Lu,

Second language learning is increasingly important in the modern world. Second language learners often wonder why they have experienced so many difficulties when learning a second language, while they did not experience it when learning a first language. This study aimed to discover a way in which the second language learning can benefit from the first language learning. A random sample of 50 s...

Saeideh Ahangari,

This paper explores the ways in which the transfer of assumptions from first language (L1) writing can help the process of writing in second language (L2). In learning second language writing skills, learners have two primary sources from which they construct a second language system: knowledge and skills from first language and input from second language. To investigate the relative impact of ...

2010
Diane Brentari,

In this paper the prosodic structure of American Sign Language (ASL) narratives will be analyzed in three groups: two groups of native (L1) signers and one group of highly proficient, second language (L2) signers. The results of this study show that the performance in the native hearing, bilingual group is due to both to their ASL language experience, and, under certain conditions, to their exp...

Once severely rejected, first language (L1) use is no more considered to be inherently detrimental in foreign language pedagogy. Recent research within sociocultural framework has come up with numerous facilitative roles for L1 use (Anton and DiCamilla, 1999; Swain and Lapkin, 2000; Storch and Wigglesworth, 2003). Also, studies from humanistic perspectives that deal with the teachers’ and learn...

نمودار تعداد نتایج جستجو در هر سال

با کلیک روی نمودار نتایج را به سال انتشار فیلتر کنید